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43.035 - What Is to Be Done With Curriculum and Educational Foundations' Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers
Sun, April 7, 8:00 to 9:30am, Metro Toronto Convention Centre, Floor: 700 Level, Room 710Session Type: Symposium
Abstract
Following increasingly complex and critical frameworks in curriculum and educational foundations, presenters in this symposium variously deploy critical race theory and critical race feminism, Chicana feminist epistemologies and LatinxCRT, and critical white studies and second-wave whiteness pedagogies. Working from these orientations, presenters pursue theory-driven qualitative research methods that carefully study preservice and in-service teachers’ racial conscientization processes. While extending research on White preservice and in-service teachers’ identities, this symposium also advances new research on Latinx and African-American preservice and inservice teachers’ conscientization processes. Overall, our symposium advances a complex theory-to-practice conversation on process-oriented conscientization of preservice and in-service teachers.
Sub Unit
Chairs
James C. Jupp, University of Texas - Rio Grande Valley
Ann Mogush Mason, University of Minnesota - Twin Cities
Papers
Exploring White Teachers' Beliefs About Race and Police Violence - Adam Alvarez, Rowan University; Rich Milner, Vanderbilt University
Toward a Curriculum Theory-Based Antiracist Professional Development for White Practicing Teachers - Shannon McManimon, SUNY - College at New Paltz; Zachary A. Casey, Rhodes College
Deconstructing Identities of Place in the Cracker State: Using Critical Southern Studies in Teacher Education - Westry A. Whitaker, The University of North Georgia; Sheri Carmel Hardee, University of North Georgia
Cultivating Sacred Spaces: A Racial Affinity Group Approach to Support Critical Educators of Color - Farima Patricia Pour-Khorshid, University of San Francisco
"More Meaningful to Do It Than Reading It": Rehearsing Praxis Among Mexican American/Latinx Preservice Teachers - Blanca Caldas, University of Minnesota - Twin Cities
Documenting the Contextualized Preparation and Professional Development of Critically Conscious Latina Teachers Through Critical Inquiry and the Healing Practices of Community - Amanda Morales, University of Nebraska - Lincoln